Perceived Factors Affecting Student-Teachers' Learning about Social Urban Sustainability

Autor/inn/en	Malandrakis, Georgios; Bara, Evagelia-Zoi; Gkitsas, Stergios
Titel	Perceived Factors Affecting Student-Teachers' Learning about Social Urban Sustainability
Quelle	In: Environmental Education Research, 27 (2021) 9, S.1360-1382 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1927991
Schlagwörter	Student Teachers; Learning Processes; Environmental Education; Concept Mapping; Theory Practice Relationship; Teaching Methods; Urban Planning; Sustainability; Teacher Education Programs; Elementary School Teachers; Foreign Countries; Course Descriptions; Student Teacher Attitudes; Greece + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Learning process; Lernprozess; Umweltbildung; Umwelterziehung; Umweltpädagogik; Concept Map; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtplanung; Nachhaltigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Kursstrukturplan; Griechenland
Abstract	The present study aims to explore the perceived factors affecting student-teachers' (STs) learning about social urban sustainability. Participants were 63 STs enrolled in a Department of Primary Education located in Northern Greece. Although the participants were aware of the principles of sustainability and education for sustainability, none of them had familiarity with social or urban sustainability. Reflective group discussions, in the form of semi-structured interviews, at the end of the course, each one lasting about 30 min, served as the data source. Data were subjected to qualitative analysis employing bottom-up development of categories. The results indicate that teaching methods associated factors, like the practical nature of the course and classroom discussions, along with the use of proper teaching tools and activities, including site visits, and concept maps, were the main factors affecting STs' learning, suggesting a strong and constructive combination between theory and praxis for the advancement of STs' learning. Moreover, the provision of multiple learning environments to learners was also a prerequisite for effective learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01